Teachers' Attitudes Towards the Quality and Prospects of Architectural Education in the Republic of Serbia

This study explores teachers' attitudes toward the quality and future prospects of architectural education in the Republic of Serbia. Based on a survey conducted among 82 educators from nine higher education institutions, the research examines the influence of five key predictors: student motivation, frequency of communication with students, perceived student appreciation, typical student behaviour, and interfaculty collaboration. Descriptive statistics and multiple regression analyses were applied to determine the most significant predictors of teachers' perceptions. The results show that student motivation and teachers' sense of being valued significantly contribute to positive perceptions of teaching quality. In contrast, typical student behaviour and interfaculty collaboration did not have a statistically significant impact. Regarding future perspectives, student motivation again emerged as the strongest predictor, while more frequent communication with students and observed student insecurity negatively affected outlooks on educational development. The findings highlight the complexity of teaching architectural design and underline the importance of fostering student engagement, strengthening mentorship, and adapting instructional strategies. This research contributes to a deeper understanding of the dynamics shaping architectural education and offers recommendations for enhancing teaching practices both in local and global contexts.